Male and female high school students reported how many hours they worked each week in summer jobs. The data is represented in the following box plots: Identify any values of data that might affect the drastically measures of spread and center.

A) The zero hour mark on both plots prevents the graphs from being balanced.
B) The median is near the center of the IQR for both males and females.
C) There is not enough evidence to see any effects on spread or center.
D) The makes have a suspected significant high outlier.

Answer:

330

Step-by-step explanation:

Evaluate the sum of 14 terms and subtract the sum of the first 3 terms

The sum to n terms of an arithmetic sequence is

[tex]S_{n}[/tex] = [tex]\frac{n}{2}[/tex] [ 2a₁ + (n - 1)d ], so

[tex]S_{14}[/tex] = 7 [ (2 × 6) + (13 × 3)]

                         = 7(12 + 39) = 7 × 51 = 357

[tex]S_{3}[/tex] = 6 + 9 + 12 = 27

Sum of terms from 4 th to 14 th = 357 - 27 = 330

Answer:

Required probability = 2/3

Step-by-step explanation:

When rolling a 6 sided die, the out comes are

1, 2, 3, 4, 5 and 6

Total number of outcomes = 6

To find the probability

The required outcome is a number greater than 2, therefore possible outcomes are,

3, 4, 5, and 6

Number of possible outcomes = 4

Required probability = 4/6 = 2/3

Answer:

Determine the theoretical probability of rolling a number larger than 2 on a standard 6-sided cube.

2/3

Step-by-step explanation:

Answer:

Step-by-step explanation:

18 - r = 12         subtract 18 from both sides

18 - 18 - r = 12 - 18

-r = -6            change the signs

r = 6

Check

18 - 6 = 12         CORRECT

Answer:

The answer is

B. x =>z

They all equal the same.

Answer:

The last picture or

The picture with 3 lines on EF and TR, 1 line one EG, 1 line on SR, 2 lines on ST and 2 lines on GF

Step-by-step explanation:

Since EF and RT have 3 lines and FG and TS have 2 lines, they are similar

Answer:

Step-by-step explanation:

If [tex]\triangle EFG \cong \triangle RTS[/tex], it can be deducted the following:

[tex]\angle E \cong \angle R\\\angle F \cong \angle T\\\angle G \cong \angle S[/tex]

Also,

[tex]EF \cong RT\\FG \cong TS\\EG \cong RS[/tex]

Notice that the last imag shows the correct congruence, because it shows the congruence between sides as we said before.

Answer:

5⁄18 < x

Step-by-step explanation:

Start by adding like-terms [⅓ and 2⁄9] with 9 being the Least Common Denominator [LCD]. Since 2⁄9 already has a 9 in the denominator, it does not get touched, so in order to make ⅓ a denominator of 9, we simply multiply both terms by 3, to get 3⁄9. So, adding that to 2⁄9 gives you 5⁄9, also giving you 5⁄9 + x > ⅚. Now, we have to find the LCD again because we have two unlike fractions. Now, our Least Common Denominator is 18, so multiply both terms in ⅚ by 3 [15⁄18] and multiply both terms in 5⁄9 by 2 [10⁄18]. Now you have two like fractions to work with, and you can clearly see that your answer is x > 5⁄18. Although the answer is written in reverse, it is still the same concept.

I am joyous to assist you anytime.

Answer:

[tex]\frac{1}{3}\ in[/tex]

Step-by-step explanation:

we have

[tex]a(n)=9(\frac{1}{3})^{n-1}[/tex]

For n=4

substitute

[tex]a(4)=9(\frac{1}{3})^{4-1}[/tex]

[tex]a(4)=9(\frac{1}{3})^{3}[/tex]

[tex]a(4)=9(\frac{1}{27})[/tex]

[tex]a(4)=\frac{1}{3}\ in[/tex]

Answer:

1/3

Step-by-step explanation:

Answer:

Problem 3: H. 350 = r * 5

Problem 4: rate of speed = 70 miles per hour

Step-by-step explanation:

Problem 3:

speed = distance/time

Multiply both sides by time.

speed * time = distance/time * time

speed * time = distance

distance = speed * time

distance = 350

speed = r

times = 5

350 = r * 5

Answer: H. 350 = r * 5

Problem 4:

350 = r * 5

Divide both sides by 5.

350/5 = r * 5/5

70 = r

r = 7

rate of speed = 70 miles per hour

Answer:

H. 350 = r*5

Her average rate: 70 miles

Step-by-step explanation:

When finding average rate, you are always either multiplying or dividing so all the choices except for H, won't work.

Also, r represents the rate so its how many miles per hour. So you would multiply the miles per hour by the amount of hours you have.

So r*5.

To find her average you would solve for r in the equation.

So r*5 = 350

You would divide 5 by itself and then by 350, because whatever you do to one side of the equation, you do to the other.

So 5/5 = 1 or just r

350/5 = 70

r = 70

Answer:

Good question! The correct answer is a) increases and b) increases.

While the pair of answers a) decreases and b) decreases or the pair a) stays the same and b) stays the same would be technically correct answers, this is the best way of describing the trend of the scatter plot; typically, trends are described by how the dependent or y-variable responds to the independent or x-variable increasing.

Answer:

a) increases and b) increases.

Step-by-step explanation:

Answer:

I believe it would be B

Step-by-step explanation:

take x and y values and figure it out what it is by itself

Answer:

A

Step-by-step explanation:

Work with the two points

Formula

m = (y2 - y1)/(x2 - x1)

Givens

y2 = 3

y1 = 1

x2 = - 2

x1 = - 5

Solution

m = (3 - 1) / (-2 - - 5)

m = 2 / (-2 + 5)

m = 2 / 3

Answer: A

Answer:

[tex]\large\boxed{\text{A.}\,2/3}[/tex]

Step-by-step explanation:

In this question ,we're trying to find the slope with the given points.

We would use the slope-formula to find the slope.

Slope-formula:

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

We would plug in the numbers to their right spots in the formula. The second y-coordinate going to y2, the second x coordinate going to x2, and etc.

Your equation should look like this:

[tex]m=\frac{3-1}{-2-(-5)}[/tex]

Now we solve:

[tex]m=\frac{3-1}{-2-(-5)} \\\\m=\frac{2}{-2-(-5)}\\\\\text{Carry the negative over to the 5, turning it to a positive 5}\\\\m=\frac{2}{-2+5}\\\\\text{Add the denominators}\\\\m=\frac{2}{3}[/tex]

When you're done solving, you should get 2/3

This means that the slope is 2/3

For this case we have to:

[tex]x <-5:[/tex] Represents the solution of all strict minor numbers to -5.

[tex]x> 5:[/tex] Represents the solution of all strict major numbers to 5.

The global solution is given by the intersection of both sets. The symbol of intersection is denoted as: ∩

If we represent the solution in a numerical line, it gives us empty. do not intersect.

Answeer:

Empty set

Answer:

13 slices.

Step-by-step explanation:

To find your total amount of slices at the start, multiply your pizzas by your slices.

[tex]9*8=72[/tex]

Next, find the difference between your total amount of slices and the amount of slices which have been eaten.

[tex]72-59=13[/tex]

13 slices are left.

Answer:

option C

Step-by-step explanation:

We will call :

A=(-5, -1)    B=(-2, -1)   C=(-3, -4)   D= (-3, -4)

Perimeter= 2*AB+2BC

Where AB= [tex]\sqrt{(-5+2)^{2} +(-1+1)^{2} } = \sqrt{9} =3\\[/tex]

BC =[tex]\sqrt{(-2+3)^{2} +(-1+4)^{2} } = \sqrt{10} =3.16\\[/tex]

So We have:

Perimeter=2*3+2*3.16= 12.32  

Answer:

C.

Step-by-step explanation:

Answer:

(3×20%+2×70%)/3+2=40%

Step-by-step explanation:

Assuming the potions are the same type or do mix then probably the concentration of the potion depends on the type of reaction they have to each other.

Yet we can average the percentage of the active ingredient by the principle mentioned above

Answer:

The final concentration is 40%.

Step-by-step explanation:

Let x the concentration of final solution.

3 liters of solution (1) with 20% concentration is mixed with 2 liters of 70% solution producing (3 + 2) = 5 liters of x% mixture.

Now 3 × (20%) + 2 × (70% = 5 (x%)

3 × 0.2 + 2 × 0.7 = 5 (0.1x)

0.6 + 1.4 = 0.05x

2 = 0.5x

x = 2/0.05

= 40%

The final concentration is 40%.

Answer:

Step-by-step explanation:

There are 2 pints in one quart.

93 pints = 93/2 = 46 quarts and 1 pint left over.

Answer:

46.5 quarts

Step-by-step explanation:

There are 2 pints in 1 quart.

Hence,

93 pints     1 quart

------------ * ------------- = 46.5 quarts

      1           2 pints

Answer:

Option D 74°

Step-by-step explanation:

we know that

The measurement of the outer angle is the semi-difference of the arcs it encompasses.

so

The arcs that the outer angle encompasses are

254° and (360-254)=106°

therefore

∠x=(1/2)[254°-106°]

∠x=(1/2)[148°]

∠x=74°

Answer:

0.19

Step-by-step explanation:

A correlation coefficient is a measure of how well the line of best fit fits the data.  The higher the correlation coefficient, up to 1.0 or -1.0, the better the fit. A positive correlation coefficient means an increasing data set, while a negative correlation coefficient means a decreasing data set.

We can see that this line of best fit is increasing, so our correlation coefficient will be positive.

However we can also see that the points are fairly scattered; this means this is not a very good fit.  This means that 0.19 is the better fit.

Answer:

7.5 = 2x + 2.1

Step-by-step explanation:

The perimeter of a triangle is the sum of the sides.  In an isosceles triangle, two sides are the same length.  If x is the length of the two sides and y is the length of the third side, then:

P = 2x + y

Given that P = 7.5 and y = 2.1:

7.5 = 2x + 2.1

Answer: The equation that can be used to find the value of x is

2x + 2.1 = 7.5

Step-by-step explanation: An isosceles triangle is a type of triangle which has two of its sides equal to each other. It also has two it's angles (the base angles) equal to each other.

From the question, the given triangle has the shortest side, y to be 2.1 m. This means side y is shorter than the other two sides. Hence, the other two sides must be the sides that are equal to each other. These other two sides are denoted by x ( see the attachment for an illustrative diagram).

The perimeter of a triangle is the sum of all its sides. Therefore, the perimeter (P) of the given triangle is

P = x + x + y

P = 2x + y

From the question, P = 7.5 m

and y = 2.1 m

Hence,

7.5 m = 2x + 2.1 m

2x + 2.1 m = 7.5 m

This equation can be used to find the value of x. The equation can also be written as:

2x = 7.5 m - 2.1m OR

x = (7.5 m - 2.1m) / 2

Answer:

Step-by-step explanation:

The distributive property: a(b + c) = ab + ac

4(2x - 1) = (4)(2x) + (4)(-1) = 8x - 4

Put x = 6 to the expression:

8(6) - 4 = 48 - 4 = 44

The solution to the given expression is 44.

The distributive property of multiplication states that when the sum of two (2) or more addends are multiplied by a given numerical value or factor, the same output would be produced as when each addend is multiplied respectively by the numerical value or factor, and the products are added together.

By applying the distributive property of multiplication to the given expression, we have:

4(2x - 1) = 4(2x) - 4(1)

4(2x - 1) = 8x - 4

when x = 6, we have;

8x - 4

8(6) - 4

48 - 4 = 44.

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Answer:

x ≤-18

Step-by-step explanation:

3-x/2≥12

Subtract 3 from each side

3-3-x/2≥12-3

-x/2≥9

Multiply each side by -2 to clear the fraction.  Remember to flip the inequality since we are multiplying by a negative

-3 * -x/2 ≤ -2 *9

x ≤-18

Answer:

x ≤ - 18

Step-by-step explanation:

Given

3 - [tex]\frac{x}{2}[/tex] ≥ 12

Multiply all terms by 2

6 - x ≥ 24 ( subtract 6 from both sides )

- x ≥ 18

Multiply both sides by - 1, remembering to reverse the sign as a consequence of multiply by a negative quantity.

x ≤ - 18

Answer:

[tex]y+1=3(x+1)[/tex]

Step-by-step explanation:

Ok so we are looking for line parallel to the line containing points (0,-3) and (2,3).

Parallel lines have the same slope.

So let's find the slope of the line containing the points (0,-3) and (2,3).

You can use the formula [tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex].

However, I just like to line up the points vertically and subtract them vertically, then put 2nd difference over 1st difference. Like this:

(0 , -3)

-(2 ,  3)

-----------

-2     -6

So the slope is -6/-2 or just 3.

So the slope of the line we are looking for has slope 3 (or m=3) and your line should contain the point (-1,-1).

The point slope form of a line is:

[tex]y-y_1=m(x-x_1)[/tex] where [tex]m[/tex] is the slope and [tex](x_1,y_1)[/tex] is a point you know on the line.

So we just plug into that equation now.  That gives us:

[tex]y-(-1)=3(x-(-1))[/tex]

Simplify a bit:

[tex]y+1=3(x+1)[/tex]

Answer:

The answer is: y+1=(3x+1)

Step-by-step explanation:

Answer:

So if y=-4x+2 was changed to y=-4x+5, then the y-intercept would increase by 3.

The y-intercept was (0,2) then it becomes (0,5) in the new line.

Step-by-step explanation:

The slope-intercept form a line is y=mx+b where m is the slope and the y-intercept is b.

Both of these equations given are in this form.

y=-4x+2 when compared to y=mx+b you see that m=-4 and b=2.

Since b=2 then the y-intercept is 2.

y=-4x+5 when compared to y=mx+b you see that m=-4 and b=5.

Since b=5 then the y-intercept is 5.

So if y=-4x+2 was changed to y=-4x+5, then the y-intercept would increase by 3.

Answer:

0.2237

Step-by-step explanation:

Use the Table of Standard Normal Probabilities for Negative z-scores.

For z= -0.36 NORMSDIST(-0.36)=0.3594 (read value from the table)

For z= -1.10  NORMSDIST(-1.10)=0.1357 (value from the table)

You know P(-1.10<z<-0.36) = 0.3594-0.1357=0.2237

Answer:

Expressing the distance from the shore by the time needed to reach that distance at an invariable speed of 4.2f/s then f=4.2 p

Answer:

f=4.2p

Step-by-step explanation:

Answer:

The system has no solution

Step-by-step explanation:

we have

y=5x+10 -----> equation C

The slope of the equation C is m=5 and the y-intercept is b=10

y=5x+2 -----> equation D

The slope of the equation C is m=5 and the y-intercept is b=2

Remember that

If two lines are parallel, then their slopes are the same

Equation C and equation D are parallel lines with different y-intercept

therefore

The system has no solution (the lines do not intersect)

Answer:

3x-2

Step-by-step explanation:

[tex]9x^{2} -12x+4[/tex] can be factored using the perfect square rule into [tex](3x-2)^{2}[/tex]

and

[tex]9x^{2}-4[/tex] can be factored by using the difference of squares formula into [tex](3x+2)(3x-2)[/tex]

Both can be factored by (3x-2) so it is a common factor.

Hence, there are no common factors between the two equations.

factor, in mathematics, a number or algebraic expression that divides another number or expression evenly—i.e., with no remainder.

given equation is [tex]9x^2-4[/tex]

solving for x,

                     [tex]9x^2=4\\x^2=\frac{9}{4} \\x=\frac{3}{2}, -\frac{3}{2}[/tex]

putting values of x in equation 1,

x = [tex]\frac{3}{2}[/tex],

      [tex]\frac{81}{4}-12.\frac{3}{2}+4\\ \frac{25}{4}[/tex]Therefore, 3/2 is not a common factor

x=[tex]-\frac{3}{2}[/tex],

      [tex]\frac{81}{4}+12.\frac{3}{2}+4\\ \frac{169}{4}[/tex]Therefore, -3/2 is not a common factor

Hence, there are no common factors between the two equations.

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Answer:

2.94cm^2

Step-by-step explanation:

If you're referring to the mathswatch question, this gets you 2/3 :)